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The accountability frame work has been developed as a tool to monitor country and regional progress towards the agreed commitments as set out in the ESA Ministerial commitment document. The technical coordinating Group, under the leadership of UNAIDS and with support from SADC and EAC Secretariats will play a key role in the development and implementation of the accountability mechanism. The intended audience for the framework are primarily governments in the 20 countries, civil society partners (including young people and community based organisations) and development partners.
This guide is composed of 8 units. Unit 1 defines life skills, Unit 2 deals with self-esteem, Unit 3 helps understand decision making, Unit 4 provides guidance on solving problems, Unit 5 focuses on communication, Unit 6 deals with emotions and stress management, Unit 7 gives instructions on goal setting, Unit 8 provides solutions to exercises.
This edition covers Adult and Paediatric HIV and AIDS management; Nutrition; Management of Opportunistic Infections; Home Based Care and the Continuum of Care; and Counselling for HIV Testing as well as ART adherence. Other areas covered include: health facility certification, standard precautions in care settings and laboratory services, post exposure prophylaxis, as well as ARV logistics and dosages.
This edition covers key areas of Adult and Paediatric HIV and AIDS management; Nutrition; Management of Opportunistic Infections; Home Based Care and the Continuum of Care; Counselling for HIV Testing, as well as, ART adherence. Other areas covered include, standard precautions in care settings and laboratory services, post exposure prophylaxis, as well as, ARV logistics and dosages. There is also an emphasis on Positive Health, Prevention and Dignity, a strategy that is meant to support PLHIV, so as to have a holistic care approach. …
This module has six sections broken down into lectures. The lectures are further broken into different parts with activities to make the content of the lecture more clear and practical to educators. The Module sections start with the title, brief introduction, and general objectives and followed by different lectures which also have objectives, content summary; learning activities; lecture summary; reflection and assessment. The sections are presented as follows: Section One is about “Creating Enabling Environment”. …
The Ministry of Health and Social Welfare (MoHSW) through the National AIDS Control Programme (NACP) has developed a National HIV and AIDS Health Sector Research and Evaluation Agenda (NHAREA) that outlines HIV and AIDS health research and evaluation priorities for the next 5 years (2011-2015). For the first time, this Agenda includes evaluation priorities aimed at objectively reviewing the different HIV interventions that are currently in place to establish those that are both efficacious and cost effective. …
These National Quality Improvement (QI) Guidelines for HIV and AIDS Services are arranged into seven sections. The first section provides background information, regarding HIV and AIDS services in Tanzania. The second section presents the rationale of having these guidelines. Section three explains the objective, target audience and content of the guidelines. The quality improvement concepts and definitions feature in section four, while section five presents the QI approaches used for HIV and AIDS and other health services in Tanzania. …
The purposes of this Strategic Plan are to: Ensure that all schools are provided with Water, Sanitation and Hygiene facilities along with hygiene education; Have adequate WASH facilities for school children and staff including children with special needs and adolescent girls; Build the capacities of all stakeholders especially teachers, NGO`s and other partners; Support and monitor the implementation of MDGs and MKUKUTA goals and ensure maintenance of and sustain SWASH facilities; Create conducive learning environment in schools.
Young peoples’ health has become a subject of increasing importance in Tanzania, both because of a better understanding of the importance of this age group to public health and because the changing conditions with changing patterns of behaviour have increased health hazards for young people. This is especially true with regard to sexual and reproductive health. …
This document is the Commonwealth Charter adopted by National Human Rights Institutions and members of the Commonwealth Forum of National Human Rights Institutions (CFNHRI) attending a working session on the imperative to prevent and eliminate child, early and forced marriage, on 5-6 May 2015 in Kigali, Rwanda.
The government is developing guidelines/procedures on how to enable pregnant school girls go back to school to continue with their studies. This document will also dwell on how to reduce/eliminate the problem of pregnancies of school girls.
This brief outlines the current legal situation in Tanzania with respect to attendance of pregnant schoolgirls as well as the benefits of educational attendance for pregnant school girls and young mothers.
This issue of the journal Waterlines looks at experiences of menstrual hygiene management in schools in a number of countries.
In a number of countries in Africa, young women who become pregnant are excluded from school. This article presents a critique of policy and practice in this area drawing partly on Diana Leonard's scholarship concerning the relational dynamic of gender, generation, social division, and household forms. Much of the policy prescription of large global organisations concerned with the expansion of secondary schooling in Africa does not sufficiently take account of the connection between the gender dynamics of the private and that of the public outlined in Leonard's work. …
This publication documents the forced pregnancy testing and expulsion of pregnant school girls in mainland Tanzania. Launched in 2013 and based on in-depth interviews with young women who have undergone these practices, as well as teachers, government officials, and health care providers, this report provides concrete evidence and compelling stories of the numerous human rights violations many Tanzanian girls face in the pursuit of education. In addition, the report provides key recommendations to the Tanzanian Government, regional human rights bodies, and the international donor community. …
